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Collaboration to Improve Educational Opportunities for English Learners in the United States
Tue, April 12, 10:35am to 12:05pm, Convention Center, Floor: Level One, Room 101Session Type: Structured Poster Session
Abstract
Better serving English Learners is an urgent and important challenge for many U.S. schools. In this structured poster session, eight grantees funded by the National Center for Education Research (IES) will share findings obtained through working in close partnership between researchers and practitioners to improve instruction and assessment for ELs in contexts across the U.S. These projects increase the utility and relevance of research through close collaboration between school practitioners, decision makers, and researchers in which analyses are designed to answer questions of concern to schools, districts, and states. The projects serve to accelerate efforts to help ELs by using data already collected by states and districts as the foundation for further research.
Sub Unit
Chair
Papers
High-Payoff Opportunities for Reclassifying English Learners: Partnering to Make a Difference - Peggy Estrada, University of California - Santa Cruz; Katherine G. Hayes, Los Angeles Unified School District; Hilda Maldonado, Los Angeles Unified School District
Analysis of English Learners' Science Achievement as a Boundary Practice in a Research-Practice Partnership - Savitha Moorthy, SRI International; Andrew E. Krumm, SRI International; Ying Zheng, SRI Internatinal; Kevin David Biesinger, Clark County School District; Eileen Gilligan, Clark County School District; David Miller, Clark County School District; P. Gail Welch, Clark County School District
Addressing the Linguistic Challenges of Assessing English Learners: A State and Research Organization Partnership - Tracy E. Noble, TERC; Catherine Bowler, Massachusetts Department of Education; Rachel R. Kachchaf, Smarter Balanced; Ann Rosebery, TERC
English Learners Who Waive Services in a Northeastern District: Profile and Outcomes - Julie Riordan, Education Development Center, Inc.; Marco S. Andrade, Providence Schools; Katherine Shields, Education Development Center, Inc.; Caroline E. Parker, Education Development Center, Inc.
Toward a Typology of Questions Explored by Researcher-Practitioner Partnerships - Karen D. Thompson, Oregon State University; David Bautista, Oregon Department of Education; Guadalupe Diaz, Oregon State University; Chelsea Clinton, Oregon Department of Education; Martha Irene Martinez, Oregon Department of Education
Working in Partnership to Understand English Learner Classification’s Intended and Unintended Consequences - Ilana Marice Umansky, University of Oregon; Christina Mei-Yue Wong, San Francisco Unified School District
Understanding the Trajectories and Longitudinal Outcomes of Adolescent Newcomer English Language Learners in a Texas District - Aida Walqui, WestEd; Mariagrazia Sheffield, Fort Worth Independent School District; Suann Claunch, Fort Worth Independent School District